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External suspension from school is a common disciplinary practice in traditionally English-speaking countries. Few studies have sought student perceptions of school suspension, as well as measures of problem behaviours and emotional problems, and known factors that influence the development of antisocial behaviour, to examine associations between these variables. Three hundred and four adolescents, aged 12-17 years, from five schools in southern Australia completed a self-report questionnaire that asked about behavioural and mental health problems, and risk and protective factors known to be associated with suspension. Seventy-four of the participants had been previously suspended from school at least once. Having been previously suspended was associated with a greater level of problem behaviours and emotions, poor family management, low school commitment, reduced supportive teacher relationships, and interactions with antisocial peers. School suspension appears likely to be applied to students who lack the ability to self-regulate their behaviours and emotional problems in the classroom. By excluding students from school, pre-existing behavioural problems may be exacerbated by diminishing school protective factors and increasing exposure to known risk factors. Adolescents most at risk of being suspended would benefit from alternative school behaviour management policies and procedures that maintain the school as a protective factor.

This paper seeks to explain why the subject media studies looks and sounds the way it does today through the production of a genealogy of the subject. The questions addressed are first, why was this subject introduced into the curriculum in the 1970s? Secondly, how has knowledge in the subject been defined and contested, how and why has it changed in the course of the subject's history? Thirdly, which knowledge attains the status of truth and becomes the accepted definition of what the subject is about? The theoretical perspective adopted in this study draws from both postmodernist critiques and sociologies of subject knowledge. It presents a critical sociology of knowledge that draws insights from both social historians of school subjects and the work of Michel Foucault. The study draws a distinction between knowledge as defined by formal educational authorities (articulated in syllabuses) and knowledge defined by those practising the subject (teachers and curriculum advisors).

Students' perceptions of their social and instructional interactions with their teachers play a key role in students' engagement. Understanding how the quality of these interactions can influence students' engagement in school is paramount to improving students' engagement. Eighty-eight year 7 students from three schools in the state of Victoria, Australia, completed a self-report survey. Participants reported their perceptions of teaching quality, and their own behavioral, emotional, and cognitive engagement in school. After controlling for individual (i.e., gender, age, academic grades, mental health) and family variables (i.e., parent support of education), teaching quality was uniquely associated with behavioral and emotional engagement. The findings indicated that teaching quality has an important, but not exclusive role in influencing students' engagement in school.

This paper draws on the experience of one of the authors, an ethnographic researcher who, in the course of her investigation into the everyday work and communication cultures of Australian public transport officers, spent 12 weeks undergoing training as a rail transit officer before spending four months on the job where she was rostered on duty alongside the regular transit officers. In addition to immersing herself in the world of the transit officers the ethnographer conducted extensive interviews with trainees, experienced officers and supervisors. The object of the research was to determine strategies to reduce risk and injury to the rail transit officers. Two specific recommendations are made. Firstly, that CCTV footage is used to provide training and professional development support across the organisation, and secondly, that field officers be recruited from within the workforce to support on-the-job induction. The four year project was funded by an Australian Research Council Linkage grant.

The move toward recognizing teaching academics has resulted in the Scholarship of Teaching and Learning (SoTL) gaining a greater prominence within the academy, particularly through the academic promotions system. With several Australian universities now providing opportunities for teaching staff who do not engage in research to be promoted, it is important that the teaching criteria for promotion are demonstrably of equal value to promotion based on research. However, examination of the definitions of SoTL reveals not only their variation, but also their limitations in terms of academic promotion. This paper examines the institutional concepts underlying promotion and compares these to definitions of SoTL. It argues for a broadening of the SoTL concept to meet the underlying institutional expectations of reward and recognition through promotion. (Contains 1 table.)

Management of natural resources, particularly water, increasingly requires that likely benefits of particular actions (e.g., allocating an environmental flow) are quantified in advance. Therefore, new techniques are required that enable those potential benefits to be objectively compared among competing options for management (e.g., compared to a ''do nothing'' scenario). Scenario modeling is one method for developing such an objective comparison. We used existing hydrologic, hydrodynamic, and ecosystem response models for a case study location, the Coorong, an inverse estuary in South Australia, to illustrate the potential for such scenario modeling to inform natural resource management. We modeled a set of 12 scenarios that included different levels of water extraction, potential future climate change, and sea-level change, thereby enabling a comparison of the different drivers of possible future reductions in water availability in the Coorong. We discovered that potential future climate change combined with current extraction levels has the capacity to devastate the ecology of the Coorong, but also that much of the degradation could be averted by reducing upstream extractions of water. The inclusion of possible sea-level change had a surprising effect, whereby higher sea levels increased hydrodynamic connectivity between the Coorong's two lagoons. Increased hydrodynamic connectivity limited the occurrence of extremely low water levels and high salinities due to evapoconcentration that were simulated for dry future climates in the absence of sea-level rise. These findings strongly suggest that future ecological degradation in the Coorong is not a foregone conclusion, and that management decisions regarding water allocations upstream will determine the ecological future of this coastal lagoon. [ABSTRACT FROM AUTHOR]

This paper argues that, from the beginning, Media Studies — at least in Australian schools and universities — did not display the usual organising principles of an academic subject. Media Studies in both Australian secondary schools and universities has traditionally been organised to include the written alongside the oral and practical, to integrate theory with practice, to focus on the application — often at the expense of the abstraction of knowledge. At the school level, this theory/production integration has been justified and promoted under the rubric that students ‘learn by doing’. At university level, much of the same rhetoric is used but at the tertiary level media production classes also cater for the students who see — or hope to see — that a degree in Media Studies is an entree into the media industries. This approach, the integration of training in media production with education in media theory and criticism, produces tensions, apparent contradictions and misalignments that are obvious to teachers and students alike. Drawing from post-modernist critiques and sociologies of subject knowledge, the study uses interviews with school teachers, students, academics and observations of lessons at school and university level to describe the issues and concerns from multiple perspectives. [ABSTRACT FROM AUTHOR]